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ERIC Number: EJ869429
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-0160-5429
Perceptions of Jordanian Secondary Schools Teachers towards Critical Thinking
Bataineh, Osamah; Alazzi, Khaled F.
International Education, v38 n2 p56-72 Spr 2009
The purpose of this study was to discover themes or concepts, generated from the collected data, that formed building blocks of grounded theory in the study of secondary school social studies teachers' perspectives. This research study was conducted in Jordan, where secondary school social studies teachers were interviewed regarding their perspectives of teaching critical thinking skills in their classrooms. All interviews were audio-taped in Arabic and later translated into English. Data, including the translation of the audio, video tapes, the Ministry of Education guidelines, and textbook teacher manuals were analyzed qualitatively. The study results indicated that Jordanian secondary school social studies teachers are not familiar with the definition and teaching strategies of critical thinking; the Jordan Ministry of Education Guidelines did not require teachers to teach critical thinking. In addition, teacher manuals for the state-required textbooks provide only detailed content information, with only minor references to teaching critical thinking. Previous research, conducted by the author on middle and high school students in Jordanian public schools, supports the finding that students do not acquire critical thinking skills from their public school education in Jordan.
College of Education, Health, and Human Sciences, University of Tennessee, Knoxville. 420 Claxton Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996. Tel: 865-974-9505; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Adult Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Jordan